Compreensões sobre a resolução de problemas com tecnologias digitais na construção de padrões dinâmicos no Scratch por estudantes do ensino fundamental
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Data
2022-04-27
Autores
Idem, Rita de Cássia [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa, de abordagem qualitativa, buscou responder à seguinte questão: “Como estudantes de oitavo e nono anos resolvem problemas para construir padrões dinâmicos no Scratch?”. Com base nessa pergunta, o estudo objetivou: a) compreender o processo de construção de padrões dinâmicos no Scratch; e b) identificar e explicar o que os estudantes mobilizaram nesse processo. O cenário de produção de dados se deu por meio de Experimento de Ensino, ocorrido, em média, em três encontros, realizado com doze estudantes de oitavo e nono anos do Ensino Fundamental. Nos encontros, os participantes trabalharam em duplas utilizando simulações construídas no Scratch. Essas simulações possibilitavam a construção de diferentes padrões de repetição de formas, cores e sons, que possuíam movimento, conferindo-os a qualidade de dinâmicos. Nos encontros, os participantes utilizavam as simulações para resolver diferentes problemas visuais e construir seus próprios padrões, atividade considerada uma proposição de problemas. Essa situação educacional almejou o incentivo ao pensamento matemático, ao pensamento computacional e ao pensamento sensível. Os dados foram produzidos por meio de gravações em vídeo e áudio dos encontros, pela elaboração de diário de campo e coleta da produção escrita dos participantes. A pesquisa teve como aporte teórico as noções referentes à tomada de decisão de Alan Schoenfeld e ao construto seres-humanos-com-mídias de Marcelo Borba e Mónica Villarreal. Os dados foram analisados com base em procedimentos analíticos qualitativos e em procedimentos de análise de vídeos. Por meio da análise se constituíram quatorze temas analíticos, os quais, por sua vez, foram compostos de diferentes eventos críticos, episódios que se sobressaíram nos dados e auxiliaram no entendimento da pergunta de pesquisa. Os resultados evidenciaram que o processo de resolução de problemas para construir padrões dinâmicos se iniciou por meio da interpretação do problema visual, englobando aspectos subjetivos e do pensamento com a simulação. Por meio dessa interpretação, se estabeleceu um objetivo geral de construção, que foi decomposto em subobjetivos, estes alcançados por meio de diferentes modos como a contagem, a estimativa, o uso do cursor do mouse, a experimentação, o compartilhamento de conhecimentos matemáticos, uso de regularidades, e o exercício das preferências. Os subobjetivos foram avaliados por meio do uso de analogias, da utilização de pontos de referência e da noção de simetria. Essa avaliação originou novos subobjetivos. Quando os objetivos não eram alcançados, os participantes, por meio da autorregulação, optavam por desistir de suas construções ou reorganizar seu pensamento e moldar as simulações em função daquilo que sabiam e dos objetivos. Esse processo se mostrou bastante complexo, não linear e dinâmico, e ainda possibilitou a mobilização de concepções matemáticas, principalmente relacionadas ao número zero e ao sinal negativo, e crenças, englobando visões de si, da escola e da Matemática Escolar.
The research, with a qualitative approach, sought to answer the following question: “How do eighth and ninth grade students solve problems to build dynamic patterns in Scratch?”. Based on this question, the study aimed to: a) understand the process of building dynamic patterns in Scratch; and b) identify and explain what students mobilized in this process. The data production scenario occurred through a Teaching Experiment, which took place, on average, in three meetings, carried out with twelve students from the eighth and ninth grades of Elementary School. In the meetings, the participants worked in pairs using simulations built in Scratch. These simulations enabled the construction of different patterns of repetition of shapes, colors and sounds, which had movement, giving them the quality of dynamics. In the meetings, participants used simulations to solve different visual problems and build their own patterns, an activity considered a proposition of problems. This educational situation aimed to encourage mathematical thinking, computational thinking and sensitive thinking. Data were produced through video and audio recordings of the meetings, the preparation of a field diary and collection of written production from the participants. The research had as theoretical support the notions related to decision-making by Alan Schoenfeld and the construct human-with-media by Marcelo Borba and Mónica Villarreal. Data were analyzed based on qualitative analytical procedures and video analysis procedures. Fourteen analytical themes were created through the analysis, which, in turn, were composed of different critical events, episodes that stood out in the data and helped to understand the research question. The results showed that the problem-solving process to build dynamic patterns started through the interpretation of the visual problem, encompassing subjective aspects and thinking with the simulation. Through this interpretation, a general construction objective was established, which was decomposed into sub-goals, which were achieved through different ways such as counting, estimating, using the mouse cursor, experimentation, sharing mathematical knowledge, use of regularities, and the exercise of preferences. The subgoals were evaluated through the use of analogies, the use of reference points and the notion of symmetry. This assessment gave rise to new subgoals. When the goals were not achieved, the participants, through self-regulation, chose to give up their constructions or reorganize their thinking and shape the simulations according to what they knew and the goals. This process proved to be quite complex, non-linear and dynamic, and also enabled the mobilization of mathematical conceptions, mainly related to the number zero and the negative sign, and beliefs, encompassing views of oneself, the school and School Mathematics.
The research, with a qualitative approach, sought to answer the following question: “How do eighth and ninth grade students solve problems to build dynamic patterns in Scratch?”. Based on this question, the study aimed to: a) understand the process of building dynamic patterns in Scratch; and b) identify and explain what students mobilized in this process. The data production scenario occurred through a Teaching Experiment, which took place, on average, in three meetings, carried out with twelve students from the eighth and ninth grades of Elementary School. In the meetings, the participants worked in pairs using simulations built in Scratch. These simulations enabled the construction of different patterns of repetition of shapes, colors and sounds, which had movement, giving them the quality of dynamics. In the meetings, participants used simulations to solve different visual problems and build their own patterns, an activity considered a proposition of problems. This educational situation aimed to encourage mathematical thinking, computational thinking and sensitive thinking. Data were produced through video and audio recordings of the meetings, the preparation of a field diary and collection of written production from the participants. The research had as theoretical support the notions related to decision-making by Alan Schoenfeld and the construct human-with-media by Marcelo Borba and Mónica Villarreal. Data were analyzed based on qualitative analytical procedures and video analysis procedures. Fourteen analytical themes were created through the analysis, which, in turn, were composed of different critical events, episodes that stood out in the data and helped to understand the research question. The results showed that the problem-solving process to build dynamic patterns started through the interpretation of the visual problem, encompassing subjective aspects and thinking with the simulation. Through this interpretation, a general construction objective was established, which was decomposed into sub-goals, which were achieved through different ways such as counting, estimating, using the mouse cursor, experimentation, sharing mathematical knowledge, use of regularities, and the exercise of preferences. The subgoals were evaluated through the use of analogies, the use of reference points and the notion of symmetry. This assessment gave rise to new subgoals. When the goals were not achieved, the participants, through self-regulation, chose to give up their constructions or reorganize their thinking and shape the simulations according to what they knew and the goals. This process proved to be quite complex, non-linear and dynamic, and also enabled the mobilization of mathematical conceptions, mainly related to the number zero and the negative sign, and beliefs, encompassing views of oneself, the school and School Mathematics.
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Palavras-chave
Ensino fundamental, Experimento de ensino, Pensamento computacional, Tomada de decisão, Seres-humanos-com-mídias, Educação matemática, Grades 6-9, Teaching experiment, Decision-making, Computational thinking, Humans-with-media, Mathematics education